There are many different ways to implement culturally responsive educational practices in the classroom. One is to incorporate cultural references into the lessons in the examples used to explain concepts. The use of cultural references can best be achieved by weaving them into the class in a meaningful and intentional way (Ladson-Billings, 1994). For example, one Indigenous colleague often uses traditional storytelling in her teaching while I explicitly use my Cherokee Community Values to guide my classroom interactions. Many majority identity educators express interest in wanting to share these different references with their students but worry about having something to share or sharing incorrect information. As previously discussed, one’s ethnic/racial identity is only one piece of culture.
One educator could use their family motto as a way to center different cultural examples holistically. By honestly sharing of themselves and their cultures first, the other examples utilized in class can be received with more power and purpose than those just seemingly tacked on and unconnected to the class.
Another way to incorporate other voices in class is to ensure that other perspectives and accomplishments are included when discussing a particular field’s history. For example, the history of STEM (science, technology, engineering, and mathematics) fields is often documented as very Eurocentric, leaving out many other perspectives. Engineering feats such as the Inca Road System or the complex water-drainage systems of the southwestern US nations are frequently left unmentioned while the histories of people in Europe take center stage. Many of the courses taught do not have a discussion of history included in the lesson plans. If such a discussion seems overwhelming or difficult to include, a good first step is starting each class with a quote or person of the week that represents diverse perspectives and accomplishments particular to the field of study. This is another way to use culturally responsive teaching practices to highlight voices that are often
left out of these conversations. A word of caution, however: This step is often best used in conjunction with the previous step of incorporating cultural references. The use of these quotes and references needs to be sincere and thoughtful. Instructors should be prepared to educate themselves during the planning and implementation of this process. Make cultural references part of the lesson structure, or invite students to present examples of their own so that the cultures present in the class may come out in the discussion.
Incorporating culturally responsive teaching into a specific class can feel a little daunting for a new educator at first. The easiest place to start is with getting to know the students and what communities they represent. Having students introduce themselves is a great way to begin to get to know them and better understand their perspectives. In my classes, however, before they speak I first introduce myself in my native language. This shares a piece of myself and my culture with my students—an important step if I want to ask the same of my students. It also helps put any students from underrepresented perspectives, particularly from other Indigenous cultures, more at ease in academia and in my classroom. It is helpful to give space for every voice to be heard in the classroom while also avoiding pushing students to speak up if they are uncomfortable doing so.
Another effective way to incorporate culturally responsive teaching practices in the classroom is to diversify the syllabus. It is important to examine the readings being used in your curriculum. By assigning particular readings, you are inadvertently telling your students which perspectives are important. In culturally responsive teaching, you want to make sure that the value culture has in the classroom is accurately depicted in your syllabus.
Including a land acknowledgment statement in the syllabus is another easy way to create a welcoming space for all students in the classroom. For non- Indigenous educators, this simple step works similarly as my introduction in my native language. It is an easy way to put Indigenous students in particular at ease and other students who value inclusion and different cultural perspectives.
An exciting feature of culturally responsive teaching is its focus on the strengths that culture can bring to the learning, and the classroom community (McHenry, 2018). Culturally responsive educational environments may incorporate culturally related music, food, language, or clothing (Eglash, Gilbert, & Foster, 2013). An individual may proudly express these cultural features from a particular culture as aspects of their personal style (Eglash et al., 2013). Incorporating items such as music or food can help 46 | Indigenizing Your Classroom
add enthusiasm to your lesson and the classroom, making them a great way to get students more engaged in learning. There are a number of strategies that support culturally responsive teaching.
Syllabus Development
Be intentional with what you put in your syllabus and how it’s communicated. Your syllabus sets the tone for the semester and is often your first introduction to your students. What inclusion statements are suggested or required by your institution? Ensure that your use of these statements is intentional and meaningful rather than tacked on at the end of the document out of obligation.
Do they connect and align with the rest of your syllabus and how you manage your classroom? In culturally responsive teaching, you want to make sure that the syllabus accurately depicts the value culture has in the classroom. Diversify readings and ensure multiple perspectives are included and valued. Include a land
acknowledgment statement at the beginning of your syllabus.
Resources for developing this statement can be found at https://nativegov.org/a-guide-to-indigenous-land- acknowledgment/